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Legitimizing Academic Knowledge in Religious Bounded Communities: Jewish Ultra-Orthodox Students in Israeli Higher Education
This study examines the conflictual interaction in the context of the recent rise of Haredi (Jewish ultra-Orthodox) participation in Israeli higher education, asking: How do students from bounded religious communities legitimize their participation in academic learning? Through 27 semi-structured interviews with Haredi students, the authors uncovered four modes of legitimation: (1) existential—viewing academic learning as a means for improved welfare; (2) community-based—expressing communal tolerance toward academia; (3) tailored—referencing adaptation of the pedagogic environment to student needs and demands; and (4) epistemic—reconciling scientific and religious knowledge. Paradoxically, they found that the growth within academia of educational enclaves with firm boundaries actually fosters greater affinity toward scientific knowledge among learners.
Updated: Jul. 13, 2020
Religious communities have ongoing concerns about Internet use, as it intensifies the clash between tradition and modernity, a clash often found in traditionally inclined societies. Nevertheless, as websites become more useful and widely accessible, religious and communal stakeholders have continuously worked at building and promoting them. This study focuses on Chabad, a Jewish ultra-Orthodox movement, and follows webmasters of three key websites to uncover how they distribute religious knowledge over the Internet.
Updated: Dec. 22, 2015